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Dr. Ross Greene

Ross Greene PhD

Along with four school principals, Dr. Ross Greene -- originator of the Collaborative Problem Solving approach (now called Collaborative & Proactive Solutions) and author of The Explosive Child and Lost at School -- helps teachers and parents better handle behaviorally challenging kids in the classroom and at home through implementation of his approach to solving problems collaboratively. This program airs on the first Monday of each month (September through May) at 3:30 pm Eastern time.

Archived from iTunes at https://itunes.apple.com/us/podcast/dr-ross-greene/id649017652. Items in this collection are restricted.

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Dr. Ross Greene
Nov 20, 2017 Ross Greene PhD
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On the first Monday of every month at 3:30 pm Eastern time, from September through May, Dr. Ross Greene and four principals from schools in the U.S. and Canada cover a wide range of topics related to behaviorally challenging students and school discipline in general and Dr. Greene's Collaborative & Proactive Solutions (CPS) model in particular.  You can call into the program to get your questions answered or submit them via email here.  And, if you can't listen live, all the programs...
Dr. Ross Greene
Oct 10, 2017 Ross Greene PhD
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Well, we finally had our first program of the school year, and our primary focal point -- led by our newest co-host, Heidi O'Leary, Special Education Director in Topsham, Maine -- was on how to write a CPS-flavored IEP, driven by the Assessment of Lagging Skills and Unsolved Problems (ALSUP). This is big...
Dr. Ross Greene
May 1, 2017 Ross Greene PhD
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Applied behavior analysis (ABA) is very commonly applied for behaviorally challenging kids in schools these days...but is ABA compatible with CPS? Are we just talking different languages?
Dr. Ross Greene
Apr 3, 2017 Ross Greene PhD
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Lots of territory covered on today's program, including a discussion about school values...but at the end of the program we discussed whether reward programs work for anyone in the building. We thought not...
Dr. Ross Greene
Mar 6, 2017 Ross Greene PhD
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Kids with trauma histories may need Plan B even more than most, as it's where their concerns are heard and addressed and they begin to feel that they can influence outcomes. Of course, all kids need to feel that way.
Dr. Ross Greene
Feb 6, 2017 Ross Greene PhD
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Pardon the repetition, but crisis prevention is far superior to crisis management, and there are lots of things about Collaborative & Proactive Solutions that make crisis prevention more feasible.
Dr. Ross Greene
Jan 9, 2017 Ross Greene PhD
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If a student is highly volatile, unstable, reactive, and unsafe, there are a few things to bear in mind: (1) s/he didn't get that way overnight; (2) there must be many expectations the student is having difficulty meeting; (3) reducing those expectations -- Plan C -- is a very good way to get things stabilized; and (4) even if takes a lot of time and energy to stabilize that student, it's a lot less time and energy than that student is consuming when s/he's unstable. 
Dr. Ross Greene
Dec 5, 2016 Ross Greene PhD
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What happens when class size, systemic issues, and the overwhelming needs of students outstrip a teacher's capacity to respond adaptively? It can't be good...
Dr. Ross Greene
Nov 7, 2016 Ross Greene PhD
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If your school is implementing PBIS, you may be wondering which "tier" is the best fit for Collaborative & Proactive Solutions. The truth is, CPS is relevant to all three tiers. If that's the case, how important are the tiers?
Dr. Ross Greene
Sep 12, 2016 Ross Greene PhD
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Our first program of the new school year was recorded live at Waterville (Maine) Junior High School, which had massive numbers of disipline referrals, detentions, and suspensions during the 2015-2016 school year. This year, led by principal Carole Gilley and assistant principal Doug Frame, they'll be implementing Collaborative & Proactive Solutions, with the goal of dramatically reducing those numbers. On this program, they received some guidance from school leaders who've been there and...
Dr. Ross Greene
May 9, 2016 Ross Greene PhD
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On the last program of the school year, we were able to respond to some callers and some emailers...including one teacher who's very frustrated by her school system's approach to students' challenging behaviors and is having difficulty changing the system on her own.  
Dr. Ross Greene
Apr 4, 2016 Ross Greene PhD
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"I'm bored" could mean many different things, all of which await discovery in the Empathy step of Plan B.  What are the odds that "I'm not motivated" is the student's concern? Slim and none.
Dr. Ross Greene
Mar 7, 2016 Ross Greene PhD
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Many schools have mission statements, but not an explicit description of values. Many schools have delineated values but don't pay attention to them. But values are what should guide every decision and intervention, so it's a good idea to know what they are.
Dr. Ross Greene
Feb 1, 2016 Ross Greene PhD
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On today's program, our panel responded to an email from an anguished teacher who was looking for some guidance on what went wrong with one of her students and his parents.
Dr. Ross Greene
Jan 4, 2016 Ross Greene PhD
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As always, we covered lots of territory on today's program...including how CPS can help students who are in fight or flight mode and how to help kids who have very tough lives outside of school.
Dr. Ross Greene
Nov 9, 2015 Ross Greene PhD
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Goodness, there sure are a lot of ways to stray from the CPS model...and we heard about a lot of them on this program!
Dr. Ross Greene
Oct 5, 2015 Ross Greene PhD
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Those adult-imposed consequences that are so popular in schools these days...do we really need 'em? You can probably guess the answer...
Dr. Ross Greene
Sep 21, 2015 Ross Greene PhD
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What happens when parents and teachers skip concerns and jump straight to solutions? Probably nothing good.  
Dr. Ross Greene
May 4, 2015 Ross Greene PhD
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On this final program of the school year, one of our principals told us about a student whose behavioral challenges have been making life very difficult...for himself and her.  How best to get things on track?
Dr. Ross Greene
Apr 6, 2015 Ross Greene PhD
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Our principals weighed in on this question...and lots of others.
Dr. Ross Greene
Mar 2, 2015 Ross Greene PhD
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Schools abide by a least restrictive environment standard in placing kids in classroom settings...shouldn't schools also adhere to a least toxic response standard in helping students with behavioral challenges?
Dr. Ross Greene
Jan 5, 2015 Ross Greene PhD
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Are there students who are simply unmotivated to do well, or is it always more complicated than that? Is motivation the engine or the caboose?  Alas, this was a very interesting discussion...
Dr. Ross Greene
Dec 1, 2014 Ross Greene PhD
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Susan described a new student with some interesting and unexpected points of view...and the discussion started rolling from there... 
Dr. Ross Greene
Oct 20, 2014 Ross Greene PhD
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Dr. Greene and the principals focused on a variety of topics, but probably the biggest: the importance of shifting away from focusing on behaviors (and modifying them) and toward  the problems giving rise to those behaviors (and solving them). 
Dr. Ross Greene
Sep 8, 2014 Ross Greene PhD
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It's that time of year again...the students are back, and the problems that were unsolved at the end of last school year are probably still unsolved now (except in British Columbia, where school hasn't started yet due to mitigating circumstances). Today's program focused on assumptions about why students have difficulty meeting expectations, and whether we should start by assuming that they really can meet those expectations or immediately leap into solving problems collaboratively to find...
Dr. Ross Greene
May 5, 2014 Ross Greene PhD
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Our guest on today's program was Tim Graves, Superintendent of Schools and Programs in the Near North District School Board in Ontario, Canada.  He has some interesting ideas about the characteristics of schools that successfully implement the CPS model (and those that struggle), and those ideas sparked a very interesting discussion among our group of principals.
Dr. Ross Greene
Apr 7, 2014 Ross Greene PhD
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The Educators Panel shared their thoughts on an article that recently appeared in the Christian Science Monitor (click here) in which recommendations for improving school discipline from the Discipline Disparities Collaborative were described. And they had some thoughts on a bunch of other things too!
Dr. Ross Greene
Mar 3, 2014 Ross Greene PhD
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On this month's program, the Educators Panel tackled the question of how to ensure that CPS outlives a principal's tenure in the building...and then got an update from (and had some guidance for) Mallett School in Farmington, Maine, one of the schools implementing CPS building-wide.
Dr. Ross Greene
Feb 3, 2014 Ross Greene PhD
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What's crystal clear is that the CPS model is really helpful for behaviorally challenging (and other) students. But, among the various resounding messages from today's program, it's also clear that educators get a lot out of it too.
Dr. Ross Greene
Jan 6, 2014 Ross Greene PhD
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Our group of educators has grown to four -- Susan, a school principal from Surrey, British Columbia has joined the Educators Panel -- and not only did they have guidance for schools just getting started with the CPS model...they also had their own New Year's Resolutions for moving the ball forward in their buildings.
Dr. Ross Greene
Dec 9, 2013 Ross Greene PhD
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Dr. Greene and Educators Panel answered some email questions from listeners this week who are in the beginning stages of implemention. Topics included the patchwork of behavioral techniques, how to convince colleagues to change their lenses and the pros and cons of having a principal involved in the core group (which both panelists are heavily in favor of).
Dr. Ross Greene
Nov 4, 2013 Ross Greene PhD
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The Educators Panel are joined today by Ryan Quinn, principal of Kennebunk Elementary school, a school that is currently in the early stages of implementing the CPS model. Ryan discusses how the implementation process is going thus far, adding that by using the model as part of the spectrum of interventions used at the school has already captured all of the kids that weren’t being understood and helped before. The Educators reflect on their respective experiences and offer advice on many...
Dr. Ross Greene
Oct 7, 2013 Ross Greene PhD
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How do we do a better job of understanding and helping students with social, emotional, and behavioral challenges in our schools...while simultaneously feeling like we're "holding kids accountable"...while attending to the diverse needs of other students...while trying to make sure they all do well on high-stakes testing?  Not by simply increasing detentions, suspensions, and expulsions or referring behaviorally challenging kids into the judicial system!  In this program, Dr. Ross...
Dr. Ross Greene
Sep 30, 2013 Ross Greene PhD
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On today's program, Dr. Greene was joined by Lisa, a high school special education teacher who's been leading the charge for Collaborative & Proactive Solutions in her school. Lisa told us about how she got the ball rolling in her building, how the core group was formed, and the challenges that lie ahead.
Dr. Ross Greene
Sep 23, 2013 Ross Greene PhD
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"It all starts with the Assessment of Lagging Skills and Unsolved Problems".  Identifying lagging skills ensures that adults have the right lenses on.  Identifying unsolved problems that are congruent with the four guidelines helps adults and kids know what problems they're trying to solve.  Both are indispensible.
Dr. Ross Greene
Sep 16, 2013 Ross Greene PhD
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On today's program, Dr. Greene provided feedback to a caller on the wording of the unsolved problems she'd written for a student on the Assessment of Lagging Skills and Unsolved Problems. That feedback might be helpful to you too!
Dr. Ross Greene
Sep 9, 2013 Ross Greene PhD
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The students are back, and so is the Educators Panel!  Our principals shared what they're doing at the beginning of this school year to further implementation of Dr. Greene's model (now called Collaborative & Proactive Solutions), with some exciting developments at Nina's school and some strategizing at Carol's new school. Tom had some difficulty avoiding the term "collaborative problem solving" (Dr. Greene is now legally prohibited from using that name to refer to his model),...
Dr. Ross Greene
May 13, 2013 Ross Greene PhD
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On this program, we listened to an example of the Empathy step of Plan B recorded by the very brave staff at Anytown Elementary. Then we heard their self-assessment:  Nice job of engaging the student in the discussion and with reflective listening...but cut back on the amount the adults are talking and theorizing. 
Dr. Ross Greene
May 6, 2013 Ross Greene PhD
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Lots of ground was covered on this last Educators Panel of the current school year, including how to prove to kids and adults that we're taking challenging behavior seriously...and whether Plan B does the job. 
Dr. Ross Greene
Apr 29, 2013 Ross Greene PhD
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On this program, we listened to our first recording of a Plan B from the staff at Anytown Elementary...and, as with any first attempt at Plan B, some things went well and other things didn't.  But the ball is now rolling...
Dr. Ross Greene
Apr 22, 2013 Ross Greene PhD
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On this program, we listened to another recording of a meeting at Anytown Elementary in which the Assessment of Lagging Skills and Unsolved Problems was being used...and this one was really good! A sign that a little feedback can go a long way...
Dr. Ross Greene
Apr 8, 2013 Ross Greene PhD
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Our good friends at Anytown Elementary sent in a recording of a meeting in which they used the Assessment of Lagging Skills for one of their students. It was a great first try, but they made some of the same mistakes that many folks make early on in their use of the ALSUP.  Feedback was provided!
Dr. Ross Greene
Apr 1, 2013 Ross Greene PhD
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Well, the Educators Panel covered lots of ground today -- including why we're now breaking records for the diagnosis of ADHD in kids in the U.S. -- but we also discussed how to break free from from the "Tyranny of the Urgent" and actually take the time to think about school discipline and focus on the individual needs of behaviorally challenging students.  Good program!
Dr. Ross Greene
Mar 25, 2013 Ross Greene PhD
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The sheer number of behaviorally challenging students and unsolved problems can be quite overwhelming as a classroom teacher is just getting started on solving problems collaboratively.  So start small...the faster you try to go, the longer it's going to take...
Dr. Ross Greene
Mar 18, 2013 Ross Greene PhD
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On today's program, Dr. Greene interviewed Matt Carlson, Principal at Georgetown Central School, one of many schools in Maine learning how to implement Dr. Greene's model of solving problems collaboratively through project funded by the Maine Juvenile Justice Advisory Group.  Mr. Carlson's has some very useful insights for anyone determined to transform discipline practices in a school.
Dr. Ross Greene
Mar 11, 2013 Ross Greene PhD
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Dr. Greene responded to a variety of emailed questions on today's program, including several related to difficulties wording unsolved problems on the Assessment of Lagging Skills and Unsolved Problems.  Relevant (and hopefully helpful) guidance was provided!
Dr. Ross Greene
Mar 4, 2013 Ross Greene PhD
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If you're solving problems collaboratively with students, how will they know their behavior is unacceptable?  Is punishment the only way to get the job done? Is the Empathy step only for the "really challenging" students.  All this and more on today's Educators Panel.
Dr. Ross Greene
Feb 25, 2013 Ross Greene PhD
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If you're familiar with Dr. Greene's model, then you already know that understanding and helping behaviorally challenging students begins with the Assessment of Lagging Skills and Unsolved Problems.  On today's program, the staff at Anytown Elementary received some assistance in using this instrument.
Dr. Ross Greene
Feb 11, 2013 Ross Greene PhD
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You can get away with Plan A with students who have the emotion regulation skills to handle it, but why would you want to? And if you've used Plan A with behaviorally challenging students without setting them off, consider yourself lucky.
Dr. Ross Greene
Feb 4, 2013 Ross Greene PhD
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On today's Educators Panel, one of our panel members indicated that some of the staff in her school have lately been calling for a return to traditional discipline for students whose behavior problems have persisted despite the use of Plan B. Other Panel members helped her think through why Plan B may not have been achieving the desired outcomes with those students, and all signs pointed toward the need to be using Plan B proactively rather than emergently.
Dr. Ross Greene
Jan 28, 2013 Ross Greene PhD
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Today we began a new feature on this program: Dr. Greene is going to begin working with an elementary school in western North America to help them solve problems collaboratively...and the best part is that they'll be recording their use of Plan B and Dr. Greene will be playing the recordings and providing feedback live on the program! Today we got to know them a little...they've been working very hard with their behaviorally challenging students already and trying to overcome many of the...
Dr. Ross Greene
Jan 7, 2013 Ross Greene PhD
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How do we do a better job of understanding and helping students with social, emotional, and behavioral challenges in our schools...while simultaneously feeling like we're "holding kids accountable"...while attending to the diverse needs of other students...while trying to make sure they all do well on high-stakes testing?  Not by simply increasing detentions, suspensions, and expulsions or referring behaviorally challenging kids into the judicial system!  In this program, Dr. Ross...
Dr. Ross Greene
Dec 17, 2012 Ross Greene PhD
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The Newtown tragedy has affected us deeply. On this program, Dr. Greene interviews Officer Jon Shapiro from the Maine State Police, Kathy Busquet, a finalist for Teacher of the Year in Maine, and Nina D'Aran, a principal in Maine, for their perspectives on the tragedy, how it has affected those around them, and what can be done to prevent future tragedies.
Dr. Ross Greene
Dec 10, 2012 Ross Greene PhD
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Dr. Greene's model is a breath of fresh air for some folks, but for others it's quite a leap from what they'd been thinking all along.  Some skepticism is to be expected from the latter group, because seismic shifts in lenses are rare.  The most persuasive way to get people moving in the right direction? Engage them in a discussion of students' lagging skills and unsolved problems with the ALSUP as the discussion guide.
Dr. Ross Greene
Dec 3, 2012 Ross Greene PhD
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With two of our three Educators Panel members pulled away because of schedule conflicts and emergent unsolved problems in their buildings, this was still an interesting, informative disucssion...including an answer to the following question: Why would we want to deprive any student -- including the not-so-challenging ones -- of the benefits of Plan B? This program is sponsored by Lives in the Balance (www.livesinthebalance.org).
Dr. Ross Greene
Nov 26, 2012 Ross Greene PhD
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On today's program, Dr. Greene covered the key themes of his model...a great refresher for those familiar with the model and great place to start for the unfamiliar.  But before he got to the key themes, he had a very interesting discussion with a classroom teacher who was having some difficulty working toward a mutually satisfactory solution.  
Dr. Ross Greene
Nov 19, 2012 Ross Greene PhD
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Having a productive meeting using the Assessment of Lagging Skills and Unsolved Problems should take about 50 minutes...assuming the participants aren't spending lots of time theorizing, hypothesizing, and story-telling. Are there other reasons the meeting could take longer? You'll have to listen to find out!
Dr. Ross Greene
Nov 5, 2012 Ross Greene PhD
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Now this was an interesting discussion!  On the November Edcuators Panel, the discussion centered on whether, in a school that is oriented toward solving problems collaboratively, there's still a place for traditional discipline practices with some students.  OK, this is one worth a listen.
Dr. Ross Greene
Oct 22, 2012 Ross Greene PhD
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Lots of questions to answer, and that's exactly what Dr. Greene did on this program...including one from an resource room teacher who badly wants to solve problems collaboratively with one of his students...but felt that the student wasn't letting him help. Plus lots more...
Dr. Ross Greene
Oct 15, 2012 Ross Greene PhD
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Dr. Greene responded to lots of questions on this program. Can a school nurse help a behaviorally challenging student who has alienated all of the other adults in the building (and is well down the path toward alienation as well)? Can adults solve problems collaboratively with students with significant delays in communication skills? Can a student with behavioral challenges do well in a school emphasizing obedience to rules and regulations...or is it time to consider a different school?
Dr. Ross Greene
Oct 1, 2012 Ross Greene PhD
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What should the school's response be when students bring weapons to school? Does Plan A get the job done? How about Plan B? The Educators Panel weighs in.
Dr. Ross Greene
Sep 24, 2012 Ross Greene PhD
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Lots of good questions were discussed on this program, including how to determine whether a child would benefit from extra assistance from, for example, an occupational therapist or speech/language therapist...and how to use Plan B to address problems affecting the entire class. 
Dr. Ross Greene
Sep 17, 2012 Ross Greene PhD
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It was back to the email today on Collaborative Problem Solving at School, and Dr. Greene responded to some very interesting questions, including the most effective approach to fighting at school (such as fighting).
Dr. Ross Greene
Sep 10, 2012 Ross Greene PhD
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What better way to start the new broadcast season than with our Educators Panel...and they're assessing where their schools stand with implementation of the CPS model and what their goals are for moving the ball forward this year.
Dr. Ross Greene
May 21, 2012 Ross Greene PhD
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Dr. Greene tried to catch up on email during this last program of the 2011-2012 school year, and covered various topics such as how to incorporate lagging skills and unsolved problems into a Functional Behavior Assessment, and whether the "Kids do well if they can" mantra applies to not-so-challenging students too. 
Dr. Ross Greene
May 14, 2012 Ross Greene PhD
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In this, our final Anytown High School program for this school year, one of our core group members asked about whether she drilled far enough on the unsolved problem (skipping class) of one of her students. Both Dr. Greene and the other core group members were happy to pitch in on that. (By the way, Dr. Greene unknowingly had himself muted at the beginning of the program, so you'll need to wait a minute after the introduction before the program begins.)
Dr. Ross Greene
May 7, 2012 Ross Greene PhD
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Central School in South Berwick, Maine, has been implementing Collaborative Problem Solving as part of a study funded by the Maine Juvenile Justice Advisory Group. School Counselor Nina D'Aran, one of our Educators Panel members, talks about the hurdles they faced (and overcame), the kids they've helped, and the work left to be done.
Dr. Ross Greene
Apr 30, 2012 Ross Greene PhD
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Which takes more time? Applying "uninformed" solutions to students' behavior problems, based on little or no information about the factors truly underlying the behavior...or spen ding the time to gather that information so as to work toward "informed" solutions?
Dr. Ross Greene
Apr 23, 2012 Ross Greene PhD
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The magic isn't in what schools do after a student is sent to the office...that's reactive intervention.  The magic is in what schools do before a student is sent to the office in the first place...that's proactive, and it works a lot better.
Dr. Ross Greene
Apr 9, 2012 Ross Greene PhD
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Effective implementation of Collaborative Problem Solving in a school usually starts with a core group of staff who are mastering the model first...school-wide implementation comes later. Which kids should you start with? Your frequent flyers, of course.
Dr. Ross Greene
Apr 2, 2012 Ross Greene PhD
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Another great discussion, highlighted by the fact that a student called into the program and received an unexpected orientation to Collaborative Problem Solving.
Dr. Ross Greene
Mar 26, 2012 Ross Greene PhD
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By request, Dr. Greene devoted this program to providing an overview of the Empathy step of Plan B. A good review for the already-familiar...a good introduction for those new to the CPS model. 
Dr. Ross Greene
Mar 12, 2012 Ross Greene PhD
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Amazing what adults learn about kids in the Empathy step...especially when the adults leave their preconceived notions at the door.
Dr. Ross Greene
Mar 5, 2012 Ross Greene PhD
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It was a tough topic for the Educators Panel, but a discussion worth having...and listening to.
Dr. Ross Greene
Feb 27, 2012 Ross Greene PhD
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Dr. Greene's guest today on CPS at School was Julie Benay, prinicpal at Mallets Bay School in Colchester, Vermont.  A great discussion about...well, the title pretty much tells the tale...